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Why “Research-Based Learning” as a teaching method?
A recurring observation that people made at university and in business world is that quite some students are not able to solve problems completely new to them - problems that cannot be looked up in literature. At the same time some students are confronted with the challenge to learn in a given way the fixed curriculum or have troubles to motivate themselves for the given content. „Research-Based Learning” (abbreviated in the following by RBL) provides an answer to both situations: On one side, it supports the development to deal with complex and unknown topics and fosters the formation of self-confidence...
-> to be able to go along one’s own paths beyond the classical didactical boundaries and
-> to be strong enough to learn from one’s own mistakes.
On the other side, it provides a framework in which a learning process is an authentic and self-determined learning experience leading to a higher perception of one’s self-efficacy. It is a learning format more close to the nature of man and therefore leads to higher learning motivation in social, humanitarian as well as natural sciences. Quite often RBL processes produce new research questions that are valuable for the teachers themselves. Thus, RBL provides a central contribution to the development of competences in the fields of problem solving, learning to learn competence as well as self-motivation for learning. Being very optimistic, one could say that RBL provides a contribution to the increase of attractiveness of a University, to speeding up of student pass through times as well as a contribution to decrease student drop-outs.